Science Weekly #9

Sharing excellence in science from Horn! 2015-16

We are scientists and scholars!

This is a weekly newsletter to highlight exemplary science instruction, student work, writing tips, upcoming TEKS, current science news, and more!

STEMscopes student letters going home TOMORROW October 20th!!

JASON Learning resource

The district has purchased JASON Learning for Grades K-12. You can now log-in to JASON using your Alief Google Account. The following PPTs are available to guide you and your teachers in accessing JASON Learning online.

· JASON Learning Log-in Instructions for Teachers

· JASON Learning Log-in Instructions for Students

Here’s the link:

JASON Learning is embedded in the Curriculum Guides for Grades 6 and up. However, this resource is available for students in kindergarten all the way up to 12th grade!!

Big image

Week of Oct.26-30

Kinder Objects in the Sky

The student knows that there are recognizable patterns in the natural world and among objects in the sky. The student is expected to:

℗K.8B identify events that have repeating patterns, including seasons of the year and day and night

K.8C observe, describe, and illustrate objects in the sky such as the clouds, Moon, and stars, including the Sun

Notes to Teacher:

*Kindergarten students do not need to know types of clouds.

*Moon phases are too abstract for the kindergarten student. Only discuss that the moon changes and that these changes repeat (patterns).

1st Seasons & Day/Night

The student knows that the natural world includes the air around us and objects in the sky. The student is expected to:

℗1.8C identify characteristics of the seasons of the year and day and night

Teacher Notes:

*Students need to understand that the moon can be seen in both day and night skies as well as clouds.

2nd Water Cycle

The student knows that there are recognizable patterns in the natural world and among objects in the sky. The student is expected to:

℗2.8C explore the processes in the water cycle, including evaporation, condensation, and precipitation, as connected to weather conditions

Notes to Teacher:

* Teacher should make sure to emphasize that the sun is the driving force behind the water cycle.

* Students should understand that the hot plate actually represents the sun. Teachers may want to also add a heat lamp as a more accurate representation of the sun; however, the hot plate is still needed for this demo to be successful.

*Students should know the water cycle and weather are connected.

3rd Space

The student knows there are recognizable patterns in the natural world and among objects in the sky. The student is expected to:

Student Expectations (SE)

℗ 3.8C construct models that demonstrate the relationship of the Sun, Earth, and Moon, including orbits and positions

℗ 3.8D identify the planets in Earth's solar system and their position in relation to the Sun

℗ 3.3C represent the natural world using models such as volcanoes or Sun, Earth, and Moon system and identify their limitations, including size, properties, and materials

Teacher Notes:

*In this concept we will focus on the relationship between the Sun and the Earth. The students should understand that the moon rotates as it revolves around the Earth. The phases of the moon will be covered in 4th grade.

*In this unit, students will construct models that represent the order and location of planets in relation to the Sun. An in-depth analysis of planetary characteristics will begin in 6th grade and is not necessary in 3rd grade.

4th Patterns on Earth

The student knows that there are recognizable patterns in the natural world and among the Sun, Earth, and Moon system. The student is expected to:

℗ 4.8C collect and analyze data to identify sequences and predict patterns of change in shadows, tides, seasons, and the observable appearance of the Moon over time

Teacher Notes:

Collecting and analyzing data to predict patterns in the natural world is an essential concept in this unit.

* Shadows – Length changes during the day

* Tides – Tables with times when tides happen

* Seasons – Why they happen - The seasons are caused by the tilt of the Earth's rotational axis away or toward the sun as it travels through its year-long path (revolution) around the sun.

* Observable changes in the appearance of the moon over time. The same phase of the moon repeats about every 29 ½ days.

Big image
Introduction to Interactive Science Notebooks

Per every Alief curriculum guide

It is a district expectation that Alief classrooms will implement with fidelity the use of:

*inquiry-based approach to hands on science and literacy

*quality questioning grounded on Webb’s Depth of Knowledge (DOK)

*formative assessments to monitor understanding and ensure students are on-track to master grade-level TEKS

*language objectives and ELPS strategies that are aligned to science TEKS

*collaborative strategies to promote structured student conversations and scientific argumentation

*academic vocabulary development strategies such as Thinking Maps, vocabulary games, and interactive science word walls

*technology integration to prepare 21st century students for a global society

Horn's Science Lead Teachers 2015-16

K- Marsh

1- Goodman

2- Oldmixon

3- Adams

4- Vega

STEM Science Block-Shipley

What are the 5Es?? How do I use them for science?!

More resources are also in the common and Google in a folder under "Grade Level Resources".

Important Links

Quick links to sign in to
STEMscopes and National Geographic:

username: T your ID number
password: same as username

National Geographic
password: password DO NOT CHANGE!!
Big image